Understanding Pre-Service Teachers' Perceptions of the EPOSTL as a Tool for Reflection, Self-Assessment, and Professional Development

The EPOSTL as a Tool for Reflection, Self-Assessment, and Professional Development

Abstract

This study investigates pre-service English language teachers’ perceptions of the European Portfolio for Student Teachers of Languages (EPOSTL) as a tool for reflection, self-assessment, and professional development. Using a sequential mixed-methods design, data were collected from 166 participants enrolled in an English Language Teaching (ELT) program through the EPOSTL Student Perception Questionnaire (ESPQ) and five open-ended reflective questions. The findings revealed that participants generally held positive perceptions of the EPOSTL’s purpose and reflective value, particularly in promoting learner autonomy and self-regulated learning. However, a clear perception–practice gap emerged: while students conceptually appreciated the EPOSTL, many expressed uncertainty about its practical implementation. Perceptions varied across grade levels, indicating that the portfolio’s relevance becomes more evident with increased teaching experience. Notably, the study identified a significant gender difference: female participants reported more positive perceptions of EPOSTL’s reflective and developmental functions. The study concludes that scaffolded guidance, mentor training, and phased implementation are essential for maximizing the EPOSTL’s potential as a framework for mentored reflection and professional growth in teacher education.